To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

Achieving faculty diversity at University of California medical schools while maintaining compliance with proposition 209

ACHIEVING FACULTY DIVERSITY AT UNIVERSITY OF CALIFORNIA MEDICAL SCHOOLS WHILE MAINTAINING COMPLIANCE WITH PROPOSITION 209
by
Jody C. Schnabl
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Jody C. Schnabl

The Liaison Committee on Medical Education (LCME), the accrediting body for schools of medicine in the United States and Canada, has accreditation standards that require faculty gender and ethnic diversity to reflect that of the general population and contend that medical students of different races and backgrounds benefit from a multi-racial, multicultural teaching force whose members may serve as role models and mentors. In the State of California, Proposition 209 prohibits state institutions such as the University of California (UC) schools of medicine from using racial, gender or similar factors when hiring faculty. This study examined how these schools have worked to address the contradiction between LCME accreditation standards and Proposition 209 directives. It also sought the best practices that have been developed by UC medical schools to achieve faculty diversity as required by LCME accreditation standards while maintaining compliance with Proposition 209. ❧ Through demographic analysis, records research and interviews, it was discovered that UC medical schools lacked a comprehensive awareness campaign to inform faculty with hiring responsibilities of both the diversity-related requirements in the LCME accreditation standards and the true benefits to medical care of hiring a more diverse faculty. As a result, slowness in achieving greater faculty diversity may be more attributable to psychological barriers related to beliefs and attitudes rather than to legal or statistical challenges. Identifying and developing ways to address attitudinal barriers formed the foundation of several of the best practices recommendations outlined in the study, as well as implementing a regimen for accountability in achieving success in diversity hiring.

The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

ACHIEVING FACULTY DIVERSITY AT UNIVERSITY OF CALIFORNIA MEDICAL SCHOOLS WHILE MAINTAINING COMPLIANCE WITH PROPOSITION 209
by
Jody C. Schnabl
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Jody C. Schnabl